Exploring the curriculum

Exploring the curriculum

A Portfolio Presented To: Teacher Education Department Northern Negros State College of Science

And Technology Old Sagay, Sagay

City Negros Occidental

In Partial Fulfillment of the Requirements in FS 4

First Semester S.Y 2012-2013

Submitted By: Jasmine Sifel Sanchez & Jay Ar Aspero

BSEDIII-A

Submitted To: Mr. Rudy Alipin

Subject Instructor

We owe a debt of gratitude to those who were so generous with their time and expertise:

To our Almighty God for the knowledge, strength and wisdom. His guidance leads us to select the most desirable way to success.

To our parents who provided us their financial support, love, moral valuesand advices.

To Mr. Rudy Alipin as our mentor for our Field Study 4. We really appreciate your utmost effort in facilitating and checking our errors. Thank you for molding us to be competent and knowledgeable about Technology in the Learning Environment. We are so grateful to have you as our mentor and we feelso blessed.

To Mrs. Marites A. Alvarez for your cooperation and to your students who also gave their cooperation. We wish we could express our appreciation to them for their warm hospitality.

The expertise in this portfolio belongs to those listed above. Any errors areours.

Teacher Prayer ………………………………………………………………………………….1

Students Resume (Jay Ar Aspero) ………………………………………………………………2

Student Resume (Jasimine Sifel Sanchez) ………………………………………………………3

Statement of Purpose ……………………………………………………………………………4

Our Teaching Philosophy ……………………………………………………………………….5

You Are One (Poem) ……………………………………………………………………………6

Organization of Portfolio Entries

1. Thermometer Check (Episode 1) ………………………………………………………..7A. Our Observation Report ……………………………………………………………..8B. Enriching Activities …………………………………………………………………10C. Our Analysis …………………………………………………………………………12D. Peace Concept on Focus: COOPERATION …………………………………………

13

Clarity (Poem) ……………………………………………………………………………………14

1. Come Let’s Talk (Episode 2) ……………………………………………………………15A. Our Observation Report ……………………………………………………………..16B. Our Analysis …………………………………………………………………………17C. Peace Concept on Focus: DIALOGUE ………………………………………………

18

A Teacher Like You (Poem) …………………………………………………………………….19

1. Tell Me (Episode 3) ……………………………………………………………………..20A. Our Observation Report ……………………………………………………………..21B. Insights and Reflection ………………………………………………………………22C. Our Analysis …………………………………………………………………………23D. Our Reflection ……………………………………………………………………….24

Don’t Want To Say Good Bye (Poem) ………………………………………………………….25

1. Bridging Educational Processes (Episode 4) ……………………………………………26A. Our Observation Report ……………………………………………………………..27B. Our Analysis …………………………………………………………………………28C. Peace Concept on Focus: INTERCONNECTEDNESS

…………………………….29

Not Just a Teacher, But a Friend …………………………………………………………………30

1. Collect And Critique (Episode 5) ……………………………………………………….31A. Our Analysis Report ……………………………………………………………….. 32B. Our Interview Report ………………………………………………………………. 33C. Our Analysis ……………………………………………………………………….. 35D. Our Reflection ……………………………………………………………………… 37

You Told Me (Poem) ……………………………………………………………………….. … 38

1. Check Points (Episode 6) ………………………………………………………………. 38A. Our Observation Report ……………………………………………………………. 40B. Our Analysis ……………………………………………………………………….. 42C. Our Reflection ……………………………………………………………………… 43

On The Edge (Poem) ……………………………………………………………………………44

Additional Entries

1. Entries of Evidences …………………………………………………………………….452. Rubric for FS Portfolio ………………………………………………………………….473. Comments of the Faculty ………………………………………………………………..48

By Joanna Fuchs

Dear Lord, bless these teachers mightilyas they seek to teach, enrich and guideYour precious children.Grant them abundant resources to do their job,intelligence, wisdom, sensitivity, kindness,and the material things that make it possibleto turn some of these tender green plantsinto the strong, stable trees that will lead our nation,

to transform some of these buds into brilliant flowersthat will bring light, color and happinessto all who encounter them,and to give every one of them the toolsto be creative, and productive and to developtheir own kind of success in the world.Lord, wrap Your loving arms around these teacherswho give so much of themselves to grow our youthinto creative, responsible adults.We pray that You will immerse themin your boundless, transcendent love.We pray that You will strengthen and soothe themwhen they have given so much of themselvesthat they need Your extra attention, Your extra care.We love, respect and admire these teachers, Lordand we pray that you will watch over them always–these special people who hold our childrenand our future in their hands.Amen.

PERSONAL INFORMATION

Name: Jay Ar Aspero

Address: Brgy. IV-A, Villa Miranda, Victorias City, Negros Occidental

Date of Birth: December 21, 1993 Age: 18

Place of Birth: Victorias City Gender: Male

Status: Single Citizenship: Filipino

Height: 5’5”

Weight: 52kg

Contact Number: 09309002756

FAMILY BACKGROUND

Father’s Name: Edgar Aspero Occupation: Driver

Birth Date: December 19, 1964


Mother’s Name: Josephine Buñi Occupation: Housewife

Birth Date: Febuary 25, 1969


EDUCATIONAL BACKGROUND

ELEMENTARY: DAAN BANWA ELEMENTARY SCHOOL (DBES)

HIGH SCHOOL: VICTORIAS NATIONAL HIGH SCHOOL (VNHS)

COLLEGE: NORTHERN NEGROS STATE COLLEGE OF SCIENCE

AND TECHNLOGY (NONESCOST)

COURSE: BACHELOR OF SECONDARY EDUCATION

PERSONAL INFORMATION

Name: Jasmin Sifel H. Sanchez

Address: Palanas, Old Poblacion, Escalante City, Negros Occidental

Date of Birth: August 19, 1980 Age: 32 years old

Place of Birth: Escalante City Gender: Female

Status: married Citizenship: Filipino

Height: 5’1

Weight: 120 lbs.


FAMILY BACKGROUND

Father’s Name: Silverio M. Hugo Occupation: Jeepney Driver

Birth Date: April 9, 1951


Mother’s Name:DECEASED Occupation: N/A

Birth Date: N/A

Contact Number: N/A

EDUCATIONAL BACKGROUND

ELEMENTARY: ESCALANTE ELEMENTARY SCHOOL

HIGH SCHOOL: ESCALANTE NATIONAL HIGH SCHOOL

COLLEGE: NORTHERN NEGROS STATE COLLEGE OF SCIENCE

AND TECHNLOGY (NONESCOST)

COURSE: BACHELOR OF SECONDARY EDUCATION

The intent of this portfolio is to provide and share experiences and ideas to thosewho will undergo the same undertakings. The content of this portfolio will help future mentors design a model of curriculum demonstrating considerations for basic and higher education, appropriate community linkages and stakeholders, address the monitoring of curriculum implementation and assessment of curriculum, and prepare an alignment of developing objectives, pedagogy and assessment. This portfolio is intended to introduce the education pre-service students to effective curriculum design and assessment.

This portfolio will serve as a tool for information sources.

To educate is to become a better educated. It is circular process that improves with time; we believe the responsibility of educators is to provide students with the necessary knowledge and skills to succeed in academic, business and personal arenas. Our teaching philosophy is based on the belief that education is a solution to many social problems. Education provides the tools to make informed decisions, synthesize ideas, and critically evaluate relevant issues and to enjoy life. Therefore pursuing knowledge and working to improve our skills as an educator are among our highest priorities.

As an educator, we will strive to encourage excellence in our students and ourselves. Course material should be challenging, interactive and relevant to current issues and events. Students learn and retain more information if the material is presented in an environment that is interesting and

interactive. For this reason, we believe that using a variety of multimedia including video, slides, and the internet, is an effective way to complement traditional course lectures remains the foundation of the educational experience.We feel that we can encourage students to seek new knowledge and explore theirown ideas by an enthusiastic presentation of both what is. And what is not known about subjects. When appropriate, the classroom setting should be expanded to include experience in the field. What better way to make the necessary connections among biological concepts than by observing how organisms interact with their environment?

In our interaction with students, we will strive always to be respectful, especially when dealing with differing opinions that may arise as product of scientific thinking. We want our student to learn to think critically, not merely to accept our ideas and opinions; our drive to pursue higher education was due in part to several teachers who inspired catalyst for other people to pursue their dreams.

A teacher is one who, Can groom every creation, A teacher is one who, Can enhance every admiration, A teacher is one of, The true inspiration, A teacher is one who, Give us our right elevation, A teacher is one to give, Us a chance to step in there generation,

With them our life, is full of celebrations, They may dare to use quotation; And these quotation, Should have fixations, Every student is unsuccessful, Without there inspiration, After all a teacher is more important Then Alfa, Beta, Gamma and Newton.

Simran Arora

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School

Our Target

At the end of this activity, we should be able to describe through our reflection of how the school promotes partnership and dialogue.

Name: Sanchez Jasmine H. & Aspero, Jay Ar B.

Year/Course: BSED III-A

School Observed: Sagay National High School – Extension

Year level: Third Year Section Kamagong

Subject Observed: English

Student-to-student Interactions Pattern:

The student groups themselves according to their sex, girls and girls and boys and boys. For the girls they want to play a hand game, while the boys are playingball games. Student to student interactions are the simplest interactions, they have their own way of understanding, and students are noisy when they interact.Sometimes they talk nonsense, boisterous topic to make them laugh, they have many topics about their love life, likes and dislikes, inspiration, and motivation. Student to student interactions are the interactions takes long period of time when they see each other.

Student-to-Teacher Interactions Patterns:

Student to teacher interactions can be observed in every classroom during discussions. Teacher is the facilitator and the students are the learners. Student to teacher interactions are effective because students give their thought and ideas during lectures. Student must respect the teacher as their mentor in learning.

Teacher-to-Student interactions:

Teacher considered the students as their children; they show care and love to them, teachers are concerned of the student’s needs that is why they never stop teaching every day about the things they want to share about their knowledge to educate each student. Teacher is the most respective person in the classroom; students should follow the rules and regulations implement by the teacher and student should perform activities that the teacher assigned to them.

Student-to-non-teaching Interactions:

Student to non teaching interactions are happened to the other person in our learning environment, these are the janitors, canteen personnel, security guard and vendors found in school. Student interact with them with little respect, Student considered them as an ordinary people in the learning environment.

Teacher-to-Teacher Interactions:

Teacher to teacher interactions are the professional type of interactions because of their profession. Teachers interact with teacher during their school meetings, programs and sessions. When they interact, it is different because they talk

quietly not just like student, and teachers don’t have long period of interactions itdepends only on their availability of schedule because teachers are so busy with their commitment to the learners. I can see them only interact during their meal time were they have a formal conversation just like the other people do.

Script

Dialogue of student-student interaction

(Students talking at the classroom after the flag ceremony)

Linda: Good morning, Jenny. How are you?

Jenny: I’m fine, Linda, thank you. How about you?

Linda: Just fine. Anyway, I just wanted to ask you what I will bring as a contribution for our project for the second grading.

Jenny: Ah… since, we will be making a poster depicting the theme for the “Buwan ng Wika”, I will just let you bring articles about President Manuel Quezon.

Linda: Sure Jenny. Thank you

Mary: What about me, Jenny? What can I bring?

Jenny: You will be the one to bring cartolina.

Mary: Okay

Jester: I will be bringing art materials Jenny.

Jenny: Okay, thank you. I will just be the one to provide a plastic cover

Glen: So, then all the materials we need are already assigned. How about making the poster? Who will draw it?

Linda: Do you have ideas who among our group members have a talent in drawing?

Mary: Hey, Victor. Didn’t you a contestant of art-making contest in our elementary years?

Victor: Yes, but I’m not very good at it.

Mary: No, I think you were great. You just have to believe in yourself.

Glen: Yes, Victor. Mary is right. I know you have the talentbecause I have seen your sketches in your notebook.

Victor: But I’m afraid I will just disappoint you all.

Jenny: No, Victor. Don’t judge yourself yet. We, your co-members believe in your talent.

Linda: Yes, you can do it, Victor.

Jester: I’m sure you can do it, Victor. Good luck.

(CHORUS): We are sure you can, Victor. Good luck!

Victor: Okay guys. I will accept the task. Thank you for encouraging me and believing in me.

(CHORUS): You’re welcome.

Jenny: So, all is settled. Thank you for your cooperation classmates. We should come early tomorrow so that we can start early.

1. 1. Why is a classroom a miniature of a greater society?

A classroom is a miniature of a greater society because in a classroom like a greater society has various kinds of individuals with different attitudes and personalities and like a greater society, these individuals work together for the attainment of a certain goals which are necessary for their living and survival.

Classroom is the miniature of a greater society because in the classroom students have different kinds of attitude, opinions, interest and dreams. And these students are considered as individuals just like what we see in the society. In the classroom student shares their own point of view as a part of the

community. Students started to ask questions to other, in classroom students practice good moral and right conduct. In the classroom, students learned a lot of things from their teacher, classmates and experience. To be responsible person as they joined in the community to create harmonious living, a good person should follow laws and limitations as a Filipino citizen in the society.

1. 2. What are found in the classrooms that are similar to what can be observed in society?

Primarily, we can find different personalities inside the classroom so as in a society. Varied personalities exist and interact with each other and are helping each other to achieve whatever plans that will be beneficial to them and their society.

Another thing is the materials in the classroom which are equivalent to all the resources available to the people in a society. These materials they utilize to produce crops or finished products for their living.

The similarities that are found in the classroom that can be observed are interactions of different kinds of people, styles and wants. Every individual have the right and freedom of what they are doing with responsibilities on their actions. In the classroom that has a community just like in the society people reacts interdependence and independently.

v Cooperation and Partnership in a curriculum design is very important becauseif there is a partnership, not only single idea can be presented but several which will contribute to a better concept for curriculum design and if there is a cooperation, the task involved will be easier since the persons involved can work hand in hand for the success of their work.

v Partnership and cooperation is very important in Curriculum Design in a way that whatever flaws or mistakes can be corrected or modified earlier.

v Cooperation and partnership must come together because they are interrelated to each other in designing, selecting or choosing content and activities and the determination of what to evaluate.

The Clarity you gave to me,It shone like Angel rays,Like water rushed on golden sands,And crashed along the bays.

The questions deep within my heart,Confused my humble mind,Yet when you spoke your words aloudIt seemed, no longer I was blind.

The answers all came flooding in,They touched my inner soul,The knowledge that you gave to meWithin my heart I hold.

I understood that the eventsThat troubled me somehow,Was nothing to be frightened of,Instead I should be Proud.

I Thank You Sir most graciously,These words I say aloud,For the Clarity you’ve given me,Has made me feel quite proud.

Dee Mcdonald





Our Target

At the end of the activity, we should be able to describe the interaction pattern that occurs between the teachers and learners as provided in the curriculum.

School Observed: Sagay National High School

Year level: Third Year Section:Kamagong


Observations:

The error of the student in answering was properly corrected by the teacher by explaining to the class the correct answer, thus the student who answered was not ashamed.

Situation The Dialogue

TEACHER STUDENT

Discussion of the Lesson about Noun using appropriate participle.

Sentence 1:

Disappointed, the applicant gathered

“Identify what is the participle in the sentence.”

Student 1:“Gathered his things, ma’am”.

Student 2:“Disappointed,

his things and left.

“Ah, huh… are you sure?”

“Okay, correct. Alwaysremember that a participle is always located near the subject”.

ma’am”.

(All Students):“Yes, ma’am”.

Personal Reflections on the dialogue:

Because of the dialogue of the teacher and the students, things which are important for the subject- matter being discussed were clarified and the errors of the students were corrected.

1. 1. How important are dialogue and substantive conversation in the classroom in terms of students’ learning?

Dialogue and substantive conversation in the classroom are very important to student’s learning in a way that dialogue and substantive conversation enable the teacher to see if the students are capable of analyzing and synthesizing material. The reality of the situation is that it can become a reason for students to avoid more class work. Students love to discuss, but the teacher should know when it is time to stop the conversation and move on. One of the advantages is that some students will use this time to take a mental rest while some students are contributing to the dialogue. One of the disadvantages is that when a student is not willing or not interested to the conversation will become a distraction and ruins the flow of the dialogue.

Dialogue is important but the teacher should have a control of the time allotted to it. Interactions will be produced between students and teacher and it gives way to both teacher and students to express their thoughts, thus there will be a harmonious relationship in the classroom.

1. 2. What learning benefits could teachers and students draw from intentional classroom dialogue?

The dialogue will greatly assist both students’ and teachers’ abilities to speak publicly and privately. It will develop their thought processes and make for muchmore engaging and intriguing conversation as well as improve vocabulary and speaking confidence of both students and the teacher. When the student are engaged in the dialogue there is a great chance to improve their own listening skills as well as it produces a much more attentive class and makes the job of theteacher easier.

Classroom dialogue produces interaction in the discussion. It develops self-confidence of students to freely express their ideas toward others. It also helps students to develop or exercise their comprehension and critical thinking skills.

v Dialogue is very important in curriculum design because through this, all the persons involved can express their ideas, opinions and insights which may contribute in designing curriculum and that all the aspect like the advantages and the disadvantages will be addressed and properly handled or presented.

v Having a dialogue in curriculum design is a good idea to implement. In order for us to design a curriculum, we need all the ideas we can get and that is by having a dialogue with everyone. Communication is important when making an important project such as curriculum design because sometimes we may not see any defect or weakness in the design but if others concerned are around they may notice it.

I have had nowhere to turnI had a lot to learnnot just about math science and Englishabout life

But you listen and never toldI have never known what that felt like beforeI remember when I would sit and sob on the floorThen you came and guided me

To bad this is my last year at this schoolSeems just like yesterday I walked into your 7th grade classBoy that was a blastTo bad walking down the hall will be my last

But now I’m going to 9th grade going to a whole new schoolBut I will always keep that simple rule live your life

but when I walk into that brand new placeI always remember your sweet smiling face

the face that gave me strength and courage to keep going keep moving don’t let anything stop me

I hope this doesn’t mean that we can never talkI hope we keep in touch so I won’t end up alonesitting on the floor againand all I could do was moan

So thank you for being my friendI am so sad that our trust may have to end

Darby





Our Target

At the end of this episode, we should be able to deliberate on the principles involved in designing the curriculum and the learning activities provided.

The Learning EnvironmentSubject Matters Covered

Library And/Or Internet Resources

Pleasant and free from noise and the atmosphere was cool.

The learning environment is clean and pleasant. Has different pictures and posters placed on thebulletin board.

The classroom is properlycleaned and with proper

Nouns Using Appropriate Participles

Idiomatic Expressions Using Participle

Book

Book, quotesfrom movies/films

ventilation because of the well functioning wallfans installed.

Changing Direct Speech To Indirect Speech (present tense/ declarative sentences)

Book

The Learning Environment

Subject Matters Covered

Library And /Or Internet Resources

If the learning environment is pleasant and free from distractions, the students can focus their full attention to the discussion of the teacher.

The learner must have a prior knowledge of the subject matter that will be tackled. They should have an understanding of what a noun is, in order for them toproperly associate it with other parts of the sentence so that it will be grammatically correct.

Instructional materials like books help the teacher in teaching the lesson to the students and the transferring to them the knowledge and the principles associated in the topic.

The learning environment is of vital factor in motivating students to learn, thus it should be pleasant and comfortable enough to be stayedin.

The learning

Since idiomatic expressions do not have exact meaning as the words they represent, therefore they should be explained carefully to the students for them to arrive at the accurate meaning and avoid misconceptions.

In discussing direct speech to indirect speech subject matter, the student should first know what is subject and what the predicate is so that they will know how to

Using books is helpful to the teacher in teaching the idiomatic expressions because it gives various examples and situations for the students to understand. Likewise, using quotes from movies/ films will be easier for the teacher in conveying the meaning of the idiomaticexpressions because students will interpret the meaning based on the situation in the movie.

Books are appropriate instructional materials for the subject matter because itprovides explanations and examples in elaborate manner.

environment is of vital factor in motivating students to learn, thus it should be pleasant and comfortable enough to be stayedin.

rearrange the sentence directly and indirectly based on the subject and the predicate.

1. 1. Why should teachers know about curriculum design?

It is the teachers who develop and implement the curriculum. Planning and writing the curriculum are the primary roles of teachers. He/she writes a curriculum daily through a lesson plan, a unit plan or a yearly plan. Teachers arethe ones who prepare activities for the students to do and the ones who designs, enrich and modify the curriculum to suit the learner’s characteristics. Teachers are empowered to develop their own school curricula taking into consideration their own expertise, the context of the school and the abilities of the learners.

Teachers should know about curriculum design because through their knowledge on what a curriculum must contain or must cover, the needs of the learners would be addressed by the time they will undergo experiences associated in that curriculum and he can provide better learning to every student

by using appropriate techniques which correspond to the needs and inclinations,interest and understanding of the student.

1. 2. What do most principles and theories of curriculum development have in common? How this commonality expressed or spelled out in the curriculum of the class you have observed?

The commonality was also expressed through the learning activities that the teacher provides, through this, the teacher gives emphasis on the performance of the students. The curriculum is deemed to be successful if the performance of the learners is higher than the target set. However if the performance of the students is low then it follows that the curriculum has failed. A good curriculum is one that results in high or excellent performance of students.

The principles and theories of curriculum development contain common aspects which are the welfare of the students. This commonality was expressed in the class through the effort of the teacher to teach the students, to provide them the knowledge of their lesson and making sure that they understand the lesson well by asking those questions and by giving tests.

From our FS experience, we keep in touch with our most meaningful learning and we express it through abstract visual representation. We use appropriate colors to represent our feelings and significant learning.

I remember the times when you were there for methrough my many tears you helped me really see that you always there for meyou stood close to me like a friend, there for me until the end

I will never forget you, the things you helped me through, I saw my inspirationit is youyou were always there when I needed youI now will always have great memories of you

You would ask me “how are you doing”? ”I would say I’m fineas tears start to form in my eyes you always knew that I was really not fine

You help me through it allcoming to save me every time I fallIf I could say one word that wouldn’ttell it all

If I say goodbye to you I will just fall apartbecause you have always been in my heartI don’t want to lose youyou care about me and I care about you too

I remember the day I first met you and you met meit was like it was really meant to beyou are someone I hold close to my heartthere I know that we will never be apart

Asha Cook





Our Target

At the end of this activity, we should be able to identify educational programs that connect the school with the larger historical, social, cultural and political processes.

Date of Observation: August 30, 2012

School: Sagay National High School


Calendar of Activities

ACTIVITIES DATE PARTICIPANTS

National School’s Maintenance

Week (Brigada Eskwela) May 21-26, 2012 All stakeholders

Registration of 5-6 years old

Children for Kindergarten and

Grade 1 at Barangay Centers May 28, 2012 Teachers, Parents & Children

Oplan Balik Eskwela May 28-31, 2012 Teachers, Parents, Students

Oplan Balik Eskwela June 1-8, 2012 Teachers, Parents, Students

Beginning of Classes for School

Year 2012-2013 June 4, 2012 Teachers and Students

Orientation of Students on

The Enhanced Basic Education

K to 12 Program Implementation June 4-8, 2012 Teachers and Students

Distribution of Textbooks and

Other Learning Resources June 4-8, 2012 Teachers and Students

General Assembly

Orientation of Parents

And other Stakeholders

On the K to 12 Program

Enhanced Basic Education

Program (BEP) Implementation

(Saturday) June 9, 2012 Teachers, Parents and other

Stakeholders

1. 1. How important is involvement of all stake holders of the school in the school’s programs and activities?

The involvement of teacher, students, parents, curriculum administrators and managers, and community members has a powerful influence to the success of the school’s programs and activities. When parents are involved in school’s programs and activities, they can help in giving brilliant ideas on how the programs and activities become more intellectual and challenging for the students. They can also help in covering some of the expenses in the programs and activities.

The involvement of teachers and students is highly needed because teachers could serve as a facilitator and students are the key participants in school’s programs and activities. The choice of the activities, the methods to be utilized, and the materials to be used is one of the considerations that the teachers should have in curricular implementation.

The involvement of a curriculum administrators and managers is of great help inapproving the school’s programs and activities. They have a great concern aboutwhat kind of curriculum their schools offer and how these are implemented.

1. 2. What specific principle of curriculum development justifies the importance of cooperation and collaboration among all stakeholders of the school?

Stakeholders have the power to grant or decline all programs in the school. If they do not get involved in the activities and programs, there are probably no activities that will be implemented at all. It is important that they participate in the planning so that they would find out if the activity or program proposed is necessary or not. Since they hold the highest position, they are the ones who allocate the budget for the proposals. Stakeholders need to understand perfectly the goals of these proposals because if not, they could just turn down a very important program because of the high cost or sometimes, it could go the other way around; they could implement unnecessary programs because of low cost, it does not only waste effort but time and money as well. Also by being involved in these events, parents see how much the school is dedicated for their children’s learning. If everyone in the school is involved in the learning of the students, it reflects a good school.

v Cooperation fosters learning. Two heads are better than one. People enjoy, functioning interdependently but they also enjoy functioning independently. The interactive process appears to people’s curiosity, potential and creativity, thus as people invest themselves in collaborative group approaches they develop a firmer sense of their own identification. They begin to realize that they count, that they have something to give and to learn.

v The school stakeholders must be able to maintain a good working relationship with each other. That is why there must be no room for any mistakes in an environment where student’s learning might be jeopardized. We are all aware that no one is really perfect, that is why we must join our heads together to come up with ideas for the betterment of the school.

v The school cannot function solely as a single entity without the help and support of the people around it. In order to be effective and serve the purpose the school aimed for in the first place, it should consider the expectations, the needs and aspirations of the society and the learners themselves provide learning experiences and activities and skills of the student. In the same manner,agencies and other institutions outside the school should work hand in hand with the school, providing insights and opportunities and support, updating the school with the current trends in the society.

I had nowhere to turn, had nowhere to go.this is just something I think you need to knowI don’t know what made me trust youI still remember the day when I told you what I’ve been throughI thought I should run away, go hide in a holebut then you really brought out my true soul

As each day grew longerour trust became strongereach time I wanted to cryyou stayed there right by my side

then I moved to the next gradeBoy was I afraidthat our trust would slowly fadebut I was wrongwe are still strong

even though sometimes you don’t have timeyou at least ask me if I am fineeven though sometimes I am notI feel like I have just been shotI smile and say yes I’m alrightthen I walk away and your out of sight

I’ll just have to waitI still have my fate

I am so gladthat you were there when I was sadand this is what makes youNot just my 7th grade teacher, my friend

Darby





Our Target

At the end of this episode, we should be able to explain the importance of curriculum through reflections from the observations made about it as used by the teacher.

Date of Observation: August 28, 2012

School: Sagay National High School Subject Observed: English

The Topic

Learning Activities

Assessment of Learning

Nouns Using Appropriate Participle

v Interaction with the teacher during class discussion. Students were volunteering to answer by raising their hands long before the teacher could callcertain students to give the answer.

Formative type of assessment througha short quiz.

Participles in an Idiomatic Expressions

v Interaction of teacher and students during class discussion. Students were participating by answering the teacher’squestion and participating in board

Question and Answer during discussion and afterthe lesson before dismissal time.

works.

Name of Teacher Interviewed: Elenita B. Englis

Grade/Year Level & Section of Class Handled: Grade III- 2

School: Bulanon Elementary School

Date of Interview: September 09, 2012

Interviewer: Aspero, Jay Ar B. & Sanchez, Jasmin Sifel H.

Challenges

Resources Needed

Planning Strategies

Making the students focus or be attentive as the teacher is still on the motivation phase.

v Colorful instructional materials like different shapes and drawings of objects related to the topic.

Implementing these materials or utilizing these materials at the start of the class especially in the morning.

Arousing students’ interest to answer teacher’s questions.

v Proper construction of the questions on the visual aid by providing examples.

Starting from the topic that has been already discussed so that the students have already anidea.

Coming to school every day.

v Class record.

v Communication or correspondence to the students’ parents.

Releasing of cards only to the parents and not tothe students.

The students getting high scores on tests especially during periodical examination.

v Results of the test.

v Improvement or modification or revision of teaching strategy basing upon the test results.

Giving short quiz after the discussion every day.

Providing several test exercises for the studentsto master the topic before moving on to the next topic.

1. 1. How important is it for teachers and curriculum planners to anchor their curricular plans to specific theories and principles of curriculum development?

Theories and principles of curriculum development serve as the basis of learning and how it should be taught. It gives the teachers the ideas on how to implementtheir curricular plans in order to achieve their desired outcomes which is learning. It is not necessary that all the time teachers would always rely on a specific theories and principles of curriculum development because some

theories and principles may not be applicable for the enhancement of students’ learning due to the changing needs and interest of the students.

If teachers and curriculum planners ignore the importance of these theories and principles, they could make a mistake of missing some important aspects in learning. With this reason, students must be given the chance to construct their own knowledge or ideas and as much as possible, mistakes must not be an option.

1. 2. Aside from the teachers, who else should be involved in the curriculum planning? Expound your thoughts.

Aside from the teachers, there are still many individuals that should be involved in the curriculum planning, that is, the parents, the people in the community surrounding the school institution, the school administrators and most of all, thelearners. These different stakeholders must be involved in the curriculum planning in order that the curriculum will be relevant and will be a functioning and useful tool in attaining the success of the society through educating individual student.

The learners should take part in the planning of the curriculum so that their needs and concerns will be addressed, and they will be provided the appropriate experiences and activities useful for their subject areas. In the same manner, the parents should also be involved in curriculum planning so that they would have the knowledge or ideas on what means they will adopt in supporting their children who will undergo such curriculum; they will have the knowledge on how to adjust and how to seek means in supporting their child financially.

Learners, Teachers and Parents

Learners as center of educational process

Are the very reason a curriculum is made

Learners’ experiences should be given emphasis

And learners’ needs and interests should be addressed.

In implementation of the curriculum

Teachers are the most crucial persons.

The key to effective curriculum implementation

Is the understanding inside the classroom.

Parents as supporters of the curriculum

Become environment part of learning at home

Parents provide materials that aren’t in home

And especially the moral values and norms.

Jasmine Sifel H. Sanchez and Jay Ar B. Aspero

You told me to listen to my heart But it wasn’t speaking You told me to wait But soon I got impatient

You told me to feelBut I didn’t know how to feel beyond my bodyYou told me to see through itBut it wasn’t made of glass

You told me read between the linesBut there was nothing there

You told me to be carefulDoes it mean I was too careless?

You told me I was blindBut still I could seeYou told me we don’t have time to spare But who were we giving our time to?

You told me stop being so closed But I wasn’t a doorYou told me “don’t cry “Was I suppose to force myself to be happyYou told me to forgive & forget But its not easy

You told me to l o v e But what is that ? You don’t know what it is until you find itWhere is it ?Nobody knows

You told me a lot of things And I didn’t really know what they meantBut I’ve grown nowYour gone & I wish you would tell me some more

Imani Miller

Our Target

At the end of this activity, we should be able to give some principles involved in designing the curriculum.

School observed: Sagay National High School

Year level: Third Year Section: Kamagong

Subject observed: English

Observations:

The subject matter was about “Participles”

Teacher’s objectives:

To define participles

To differentiate present from past participles

To give examples for each type of participles

Describe the strategies:

The teaching strategy used was discovery method and it was accompanied by a data retrieval chart. It allows students to break down a concept or idea into its components and explain the concept. It was best suited to the needs and interest of the students, and it was highly effective to achieve the objectives successfully.

Describe the assessment tools used:

The assessment method used was a formative test, specifically a short quiz and itwas administered after the discussion. The intent was to measure the retention ofthe students. The other assessment method used was a seatwork and it was administered before giving a short quiz. The intent was to give opportunity to thestudents to practice their skills acquired.

Objectives Strategies Assessment Remarks

To defineparticiples

To differentiate present from pastparticiple

To give examples for each

Discovery method was used as a teaching method. It was best suited to the students and it was highly effective to achieve the objectives and it benefits the students’ needs and interests.

The assessment method used was seatwork and a short quiz. The intent was to measure the retention of the students and to give opportunity to the students to practice their acquired skills.

The formulated objectives were observable to the behaviors of the students. The selected teaching method was appropriate and applicable to the objectives. The selected assessment method was appropriate because it perfectly fit on the objectives, teaching methods and to the needs and interest of students.

type of participle

To defineparticiple in idiomaticexpressions

To use appropriate participles in idiomaticexpressions

Inquiry method was used as a teaching method. It was appropriate for the lesson and was effective in arousing the students mind in understanding thelesson.

The assessment method used was aformative type of assessment through giving a quiz during the discussion in order to determine whether the students gained understanding of the lesson before ending the lesson.

The formulated objectives were measurable and specific and attainable, the strategy was appropriate in teaching the subject matter and helped thestudents to think critically. The assessment method adopted was appropriate since the level of understandingof the students on the lessons was determined before thelesson be ended, the revision of the teaching strategy can be made of necessary.

1. Why do teachers need to align the objectives, strategies, and assessment?

When there is alignment in our objectives, strategies and assessment, we are assured that we are doing the right thing in educating our students. Sometimes because of external pressures, teachers tend to stray from their objectives, teachers tend to prepare strategies that will not benefit everyone in the class when students’ needs and interests are too diverse from one another, and lastly when doing assessment, teachers forget that not all assessments can cover all students in demonstrating their achievements. That statement was according to the idea of FS3 Student BEED3 in San Jose Christian Colleges, but in contrary with this statement, teachers should strictly observed their objectives, prepare strategies that will benefit the students’ needs and interest, and lastly teachers should use an appropriate assessment method that can help them provide feedback, guidance and mentoring the students so as to help them make a better plan and execute their educational program. Planning is a crucial part of teaching so before we go out to teach students, we have to make sure that we have done our best in planning our instructions.

1. 2. How should teachers align their objectives, strategies and assessment? Suggest some strategies.

In aligning objectives with the strategies, they must be planned together. Objectives will be the basis of the instruction, so prepare an objectives that are observable to the behaviors of the students. Then, select teaching strategies that can benefit he needs and interests of the students, and that are suited and effective to accomplish the objectives. Lastly is the assessment, this should not be taken for granted. A high quality assessment must be clear, appropriate, valid, reliable, fair, practical, efficient and ethical, and must have

positive consequences. If those characteristics are present in the assessment, it will be easy for the teachers to evaluate if they have accomplished their objectives and if they had used appropriate teaching strategies. By this, we do not waste time and effort in trying to teach our students, and soon we can provide a competent, productive and a student that is responsive to the needs of the society.

What was been your most meaningful experience inthis episode? What makes it meaningful to you? How could such an experience help you become a better teacher?

Failures are just learning experiences, the only failure is the one from which you have learned nothing.

Our most meaningful experience in this episode and mostly in this FS4 was when we observe a class. Its significance helps us to understand the principles and theories of curriculum development that lead us to become more eager to be in the field.

The experience opened our eyes to the hardships a teacher undergoes justto teach students effectively. We realized that to be effective teacher, we should have an outstanding personal qualities such as “passion” that refers to our dedication and love to our work and to our students, “humor” in such a way that has relation to the topic so that none of the students lose interest in listening, “values and attitude” that can eliminate discriminations thus we must be

unbiased and objective in judging our students work and performance, “sincerityand honesty” which is exhibited in words and actions, “patience” refers to our self-control and persistence, “enthusiasm and full of energy”, and lastly flexible with our schedule whenever the situation demands it so.

I was on the edgetrying to get through lifelistened to my friendand started cuttingover two in a half years of cuttinglooking for attention from any onea teacher was there willing to helpI was in the dumpand well I got all plumed fora way to make it through life.I found a way to make my life sweet,thanks to a sweet teacher who cared,and for now on I life my life,for all the right reasons,I live my life for the children of the worldwho are helpless and sick and want to be loved.

Kristy Vernillion

100% 95% 90% 85%

1. Content ofthe portfolio

Has the 100% of theneeded content.

Has 95% of the needed content.



1. Objectivesof the portfolio

Objectives are smart and cover the whole course.

Objectives are smart butcover only a minimum of 80% ofthe course.

Objectives are smart but cover only less than 80% ofthe course.

Some Objectives are not smart and do not cover the whole course.

1. Quality ofentries

Entries arebest quality, well selected and very substantial.

Entries are better quality; many are well selected and substantial.

Entries areof acceptable quality, some are well selected and substantial.

Some entries areof acceptable quality. Limited selection and substantial.

1. Presentation of entries

Creative, neat and has a very strong impact/appeal.

Creative,neat and has a strong impact.

Creative, neat and anaverage impact/appeal.

Minimal creativity,neat with minimal impact/appeal.

1. Promptnessin submission

Submitted ahead of the schedule.

Submittedon schedule.

Submitted aweek after the schedule.

Submitted 2weeks afterthe schedule.

Exploring the curriculum

Documents

Transcript of Exploring the curriculum